Functional Behavior Implementation Plan

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

The author believes that there are gaps in understanding to the RTI Tier 1 interventions with effective teaching. In addition, they belive there should be more research on positive behavioral support strategies. The authors belive there is not enough research on PBS. However, the authors believe PBS might be effective but they are concern with who can implement the

Parents play a huge role in the RTI process. The ASCA National Model (2012) tells us that the “parent must feel welcomed at the school and that their voice is valued” (p. 17). The purpose of RTI is to determine what students are struggling academically or behaviorally, and provide intervention. It is the job of the RTI team to determine if the interventions are successfully working (ASCA National Model, 2012, p. 73). Most parents want what’s best for their child, which includes a successful and positive school experience. Parental involvement is essential, because they can provide extra support at home to help their struggling student. For example, I had a student last year who was on the third-tier of the RTI process.

Response to Intervention, also known as RTI is a method made up of multiple tiers, to provide early recognition and aid of children with needs concerning to their behavior or learning. This process includes high quality teaching and general screening for all children in a mainstream classroom setting. The multiple tier systems of support, fits into the existing definitions for learning disabilities by classifying students into the tiers they require in order to achieve academic success based on their needs. Before a student enters their tiers, each student goes through a screening and progress monitoring to determine where they are in their educational setting. Once this has taken place and the data have been analyzed, students will be placed

RTI helps school districts recognize students who are below grade level and provides progress monitoring, interventions and intense instruction (O’Meara). The RTI framework consists of three components, the assessment process, tiered interventions and the problem solving method (Appelbaum). Tier 1 provides instruction that is curriculum aligned, utilizes differentiated instruction and feedback on progress (Searle). If a student is struggling in tier 1, they are moved to tier 2. Tier 2 offers students additional services and academic support (O’Meara). Students in tier 2, receive general classroom instruction in the classroom, with additional instruction in any weak areas of content (Searle). For students that need more support than offered in tier 2 are put into tier 3(O’Meara). Students in tier 3 require individualized instruction and academic support in a one on one setting with a special educator. Tier 3 students are pulled out of the classroom when students are working independently, this is so students in tier 3 do not miss out on general curriculum (Searle). This paper will explore further in depth the RTI framework.

RtI also helps implement behavioral interventions in the classroom through a similar process called Positive Behavioral Interventions and Supports (PBIS). PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (Sandomierski, Kincaid & Algozzine, 2007). Both RtI and PBIS are grounded in differentiated instruction; a type of instruction that is beneficial to all types of students with

??? The Chaffey Joint Union High School (CJUHSD) uses RTI. Ms. DuVall did explain that all schools in the district are to use the RTI Model. She then disclosed the different interventions based on the Tiers and the RTI model is used for students who need support in the areas of learning and behavior. Ms. DuVall went into detail about the three tiers used. She stated that for Tier I, focuses on teacher intervention, such as students receiving a supportive learning environment, tutoring, and contacting the parent. In addition, Ms. DuVall defined Tier II as targeted intervention (school wide), thus students have access to tutoring programs, student tutors, AVID tutors, and college tutors, and site RTI Committee. Lastly, she explained Tier II as an intensive intervention which provides students with credit and grade recovery classes, intervention classes, counseling referral and groups, SST, 504, and Special Education

Teams can gather data from common assessments, help find areas of need, and to be able to create interventions groups or other plans to combine forces and support the student’s various needs. When it comes to using RTI information to make a placement and making eligibilities for individuals with exceptionalities. Using the data that is collected through the various instructional and interventions efforts throughout the tiers, teams are able to identify strengths and weaknesses that help determine the accommodations and modifications for the student. When it comes to communicating the RTI results to the team member, having the data organized and documented is

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing

First is high-quality research-based instruction in the general education classroom setting; all students will receive the same general education. Next is the ongoing monitoring of student performances. Like I said before, this includes screening and progress monitoring of that student. Also, there are multiple tiers of instruction that get more intense as time goes on, based on the student’s response. There are two approaches that are used with the RtI approach. They are the problem-solving approach and the standard treatment protocol approach. With the problem-solving approach, a group of professionals decide the context of the intervention that will be used with that student. This is to make sure that no single intervention is used all throughout the school. The standard treatment protocol approach is the complete opposite. It uses one universal approach to all students receiving interventions for extra help. These two approaches are used together frequently and called the blended

Non effective RTI models in middle schools may have to do with poor leadership. Isbell & Szabo (2014) and Little et al (2014) suggests in order for RTI to be successful, leadership at the building level is essential. Johnson et al (2011) further add overcoming implementation challenges cannot happen without strong leadership efforts. Leadership should provide teachers with training sessions for effective RTI implementation in middle schools. This also gives the time to collaborate with other educators in the school. Middle schools have to think about various extra-curricular activities, monthly assemblies, field trips, suspensions, and absences. Being aware of these barriers allows middle schools to devise plans to counter attack them before they arise. Little & Marrs (2014) suggests lack of leadership hinders an effective RTI framework while further indicating leadership that clarifies the particular RTI model being used by the middle school would be beneficial. Albrecht et al. (2015) and Averill et al. (2014) suggests allotting adequate time to record, analyze, and train staff on the RTI model is a barrier. Little et al. (2014) suggests implementing RTI is hard because educators have to find the time in the students schedule to complete the intervention. However, to combat the time constraint, Averill et al. (2014) recommends devising an intervention block as an option to increase the efficiency, effectiveness, and high quality of intervention delivery. Other barriers include the lack of professional development, lack of teacher preparation, a lack of staff to implement the intervention, and questionable, quality interventions are barriers that may hinder implementing an effective RTI model in middle schools. Lack of RTI training is another challenge that hinders effective implementation in middle schools. And more than likely this will lead to